Virtual Reality Integration in Social Studies Classroom: Impact on Student Knowledge, Classroom Engagement, and Historical Empathy Development

Autor/inn/en	Riner, Ashley; Hur, Jung Won; Kohlmeier, Jada
Titel	Virtual Reality Integration in Social Studies Classroom: Impact on Student Knowledge, Classroom Engagement, and Historical Empathy Development
Quelle	In: Journal of Educational Technology Systems, 51 (2022) 2, S.146-168 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hur, Jung Won)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395221132582
Schlagwörter	Computer Simulation; Technology Integration; Social Studies; Grade 9; High School Students; Learner Engagement; Knowledge Level; Teaching Methods; Empathy; History Instruction; Honors Curriculum; Jews; Death; War; European History; Crime; Student Attitudes; Secondary School Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Gemeinschaftskunde; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Empathie; History lessons; Geschichtsunterricht; Jew; Jude; Jüdin; Juden; Sterbefall; Tod; Todesfall; Krieg; Crimes; Delict; Delicts; Delikt; Schülerverhalten; Lehrerverhalten
Abstract	While virtual reality (VR) technology can provide students with first-hand and situational learning experiences, limited studies have integrated VR in a K-12 classroom, resulting in the lack of understanding of the benefits and challenges of VR use in classroom settings. To examine the impact of VR on student learning, this study employed a mixed-methods quasi-experimental research approach and integrated a fully immersive VR (i.e., Oculus Quest) and non-immersive VR (i.e., 3D website) into 9th-grade social studies classrooms. The findings demonstrated that while the quantitative data did not demonstrate statistically significant improvement in knowledge development and classroom engagement after students use VR, qualitative data showed positive learning benefits and classroom engagement. Furthermore, statistically significant growth was observed in the development of historical empathy with VR use. The findings share critical insight into the impact of VR on student learning and the challenges of VR integration in a K-12 classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01